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Educação Patrimonial no Território. O Contributo do Centro de Arqueologia de Almada entre 1998 e 2018
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Esta dissertação procura apresentar a ação educativa do Centro de Arqueologia de Almada (CAA) como um exemplo de educação patrimonial ancorada no território. Nesse sentido, são analisadas as atividades implementadas por aquela associação local entre 1998 e 2018. O estudo assenta em três pilares: a caraterização das atividades; a relação das atividades com os currículos de ensino; e a avaliação feita pelos professores. A caracterização das atividades tem em conta os temas abordados, a nível de património, história, paisagem e território, bem como as estratégias didáticas aplicadas. A relação com os currículos de ensino assenta na identificação de paralelos entre as atividades e as orientações definidas pelo Ministério da Educação, designadamente as Aprendizagens Essenciais e o Perfil dos Alunos à Saída da Escolaridade Obrigatória. A avaliação que os professores participantes realizaram ao longo do período considerado é examinada qualitativamente. Os resultados permitem aferir a pertinência das atividades a nível de conteúdos, didáticas e ligações ao currículo, entre outros aspetos. Em conjunto, os tópicos tratados permitem refletir sobre as atividades educativas do CAA enquanto ações de educação patrimonial ancoradas no território de Almada. A análise é enquadrada por referenciais teóricos nos domínios do património e da educação patrimonial e acompanhada de contextualização sobre o território de Almada e o CAA.
This dissertation seeks to present the educational action of the Archeology Center of Almada (CAA) as an example of heritage education anchored in the territory. In this sense, the activities implemented by that local association between 1998 and 2018 are analyzed. The study is based on three pillars: the characterization of the activities; the relationship between activities and school curricula; and the assessment made by teachers. The characterization of the activities considers the topics covered in terms of heritage, history, landscape and territory, as well as the didactic strategies applied. The relationship with the school curriculum is based on the identification of parallels between the activities and the guidelines defined by the Ministry of Education, namely Aprendizagens Essenciais (Essential Learnings) and the Perfil dos Alunos à Saída da Escolaridade Obrigatória (Students’ Profile upon Leaving Mandatory Schooling). The evaluation performed by teachers during the period considered is qualitatively examined. The results allow us to assess the relevance of the activities in terms of content, didactics, and links to the curriculum, among other aspects. Furthermore, the subject-matter covered leads to reflect on the educational activities of CAA as heritage education actions anchored in the territory of Almada. The analysis is framed by theoretical references in the domains of heritage and heritage education and accompanied by contextualization about the territory of Almada and the CAA.
This dissertation seeks to present the educational action of the Archeology Center of Almada (CAA) as an example of heritage education anchored in the territory. In this sense, the activities implemented by that local association between 1998 and 2018 are analyzed. The study is based on three pillars: the characterization of the activities; the relationship between activities and school curricula; and the assessment made by teachers. The characterization of the activities considers the topics covered in terms of heritage, history, landscape and territory, as well as the didactic strategies applied. The relationship with the school curriculum is based on the identification of parallels between the activities and the guidelines defined by the Ministry of Education, namely Aprendizagens Essenciais (Essential Learnings) and the Perfil dos Alunos à Saída da Escolaridade Obrigatória (Students’ Profile upon Leaving Mandatory Schooling). The evaluation performed by teachers during the period considered is qualitatively examined. The results allow us to assess the relevance of the activities in terms of content, didactics, and links to the curriculum, among other aspects. Furthermore, the subject-matter covered leads to reflect on the educational activities of CAA as heritage education actions anchored in the territory of Almada. The analysis is framed by theoretical references in the domains of heritage and heritage education and accompanied by contextualization about the territory of Almada and the CAA.
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Palavras-chave
Educação Patrimonial Centro de Arqueologia de Almada Território Almada Heritage Education Territory Archeology Center of Almada